Now showing 1 - 10 of 10
- ItemInformation literacy & smart life-long learning : knowledge antidotes in economic crisis
Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ(Cyprus Association of Librarians – Information Scientists (CALIS), ) Mystakidis, Stylianos; Μυστακίδης, ΣτυλιανόςMassive Open Online Courses are taking higher education by storm as a virtual force of nature that universities cannot block. A new paradigm of open, massive, personalised learning is emerging. Three-dimensional virtual worlds are social online collaborative spaces. This lecture presents how the Library and Information Services was able to develop a highly innovative service amidst of a severe global economic crisis: the Open Workshop in Information Literacy, the 1st Greek MOOC taking place in a 3d virtual world.
- ItemLearning experience+ within 3D immersive worlds
Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας (Δημοσ. Π.Π. σε συνέδρια)(IEEE, ) Lambropoulos, Niki; Mystakidis, Stylianos; Μυστακίδης, ΣτυλιανόςLearning experience by engaging learners in immersive worlds has been proved to accelerate the learning pace as well as enhance the actual learners' knowledge acquisition, construction of group meaning as well as skills and competencies. This is possible by 3D immersive worlds as they are representations of reality. Also, accelerating learning strategies exist in performance related targets and training such as sports; athletes accelerate and enhance their performance. In fact, studies reveal that learning can be accelerated and deepened in short crash workshops if specific systematic procedures, techniques and methodologies are in place. Based on such research, we accept the aforementioned results and we propose that such a crash course can be strategically and dynamically structured specifically for eLearning. Moreover, we propose an example of an Innovation Management crash eCourse implemented in the Second Life 3D virtual world so to provide technology enhanced learning by immersive learner experience, called Learning eXperience+ (LX+). This is possible by engaging the learners in a learning zone, called the zone of proximal flow also by combining different teaching and learning styles based on specific key elements for more personalised learning experience.
- ItemStairway to heaven : instructional design alignment in a serious game for experiential religious education in virtual reality
Τμήμα Μηχανικών Η/Υ και Πληροφορικής (Δημοσ. Π.Π. σε συνέδρια)(IATED, ) Mystakidis, Stylianos; Fragkaki, Maria; Hatzilygeroudis, Ioannis; Μυστακίδης, Στυλιανός; Φραγκάκη, Μαρία; Χατζηλυγερούδης, ΙωάννηςAn object of immeasurable value is stored in an ancient ascetic community. Equipped with the relic “Panagia Paramythea Code”, an old map, you are invited to dress as a pilgrim, explore the monastery and communicate with virtual monks and workers in a quest to uncover the hidden treasure. To reach your goal, you are invited to explore four cardinal virtues; love, faith, patience and repentance through the lives of respective saints. In the process you will encounter unanticipated expressions of applied spirituality to reach your goal. In this paper we present the instructional design process of an interactive serious game in a 3D virtual reality environment developed for religious education. Its purpose is to help participants experience and learn about essential aspects of the Eastern Orthodox Christian faith and spirituality in an entertaining and engaging way that increases their curiosity. There have been calls for a paradigm shift in religious education from a closed, narrow, and unreflective practice pattern towards new, open, progressive approaches that take modern educational methods into account. Eastern Orthodox Christian theology addresses not just the mind but also the heart or nous, the existential centre of man. According to the Orthodox spirituality, the way humans can approach, know and meet God is only through personal experience. This makes immersive experiential learning a suitable medium for Orthodox Christian religious education. In the design of the game we took into account the fact that the structure of the game itself carries a fundamental ethical message and so it should reflect the values that are to be demonstrated in the game. Moreover, in this paper we describe how we addressed the main challenge of this project; the creative alignment synthesis required during the game design process. More specific, the learning experience merges and aligns harmonically multiple layers: philosophical - theological (ethical values, behavior paradigms), pedagogical - instructional, game mechanics, dynamics and aesthetics in a 3D virtual immersive environment.
- ItemThe case of literacy motivation : playful 3D immersive learning environments and problem-focused education for blended digital storytelling
Δημοσιεύσεις σε Περιοδικά - ΒΚΠ(IGI Global, ) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, ΣτυλιανόςThe University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.
- ItemParticipative design of qMOOCs with deep learning and 3d virtual immersive environments : the case of MOOCAgora
Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ(European Association of Technology-Enhanced Learning (EA-TEL), ) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, ΣτυλιανόςThe recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
- ItemDesigning and implementing a big open online course by using a 3d virtual immersive environment : lessons learned
Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ(IATED, ) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Μυστακίδης, ΣτυλιανόςOpen Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and flexibility. Institutions and businesses design and offer Open Online Courses (OOCs) to address skill gaps, organizational and societal needs. OOCs and especially Massive OOCs (MOOCs) are suffering from high rates of attrition, which is attributed to various factors such as learner isolation and lack of motivation to complete the course. Recommendations to address the retention gap in MOOCs include adopting a participation-driven approach, using game design techniques in the courses’ pedagogical design and supplementing the predominant asynchronous learning paradigm in MOOCs with synchronous learning activities and virtual meetings. The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed. In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.
- ItemPlayful blended digital storytelling in 3D immersive eLearning environments
Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας (Δημοσ. Π.Π. σε συνέδρια)(ACM Press, ) Mystakidis, Stylianos; Lambropoulos, Niki; Fardoun, Habib M.; Alghazzawi, Daniyal M.; Μυστακίδης, ΣτυλιανόςThis paper presents the pedagogical design, the technical development and initial findings of the educational program "From the Ancient to the Modern Tablets". Targeting at primary and secondary school students, this project aimed at creating immersive multimedia eLearning experiences about the book history as well as its future. The main aims for the students were to: motivate and promote the early literacy and extracurricular reading; establish cognitive links between writing, books and acquiring knowledge with technology; and possess the basic digital skills when using a tablet. The project experience consisted of a playful library tour, an interactive game-based digital storytelling activity with game elements followed by a collaborative creative hands-on activity as an open-door two-week institution-wide initiative called "Schools go to the University". The advanced technologies combined with engaging pedagogical methods enabled a cost effective yet rich learning experience. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive eLearning environments and the appeal of storytelling and game-based learning, the "gamified" blended narrative on the book evolution enabled learning as embedded and context-generated. The students were asked to help a digital agent, an avatar, on his quest in the 3D computer-generated virtual environments. With the help of this avatar, which was controlled by an LIC staff member, the children travelled back in time. The realistic environments allowed students to immerse themselves and experience aesthetics, architecture, clothing and the culture of the time as well as explore spaces, see samples and experiment with interactive objects related with the respective studied technological advancement or milestone. At the same time, appropriated soundtrack scores enhanced the atmospheric tension and feeling of immersion. These virtual environments were developed cost effectively in Second Life. In each step, students were encouraged to demonstrate their knowledge, understanding and critical thinking skills related to technological advancement through age-specific questions and quizzes grouped into large teams so as to actively participate in the game. In the second part, students worked in small groups of three to five pupils to discuss, decide and collaboratively create digital artefacts inspired by the book history. These groups used simple multimedia software in a modern tablet to produce impressive drawings. At the end of the program, the teachers evaluated their students' activities and performance by responding in an online questionnaire. The program proved out to be very popular among schools; the high engagement level created enthusiastic students' responses and learning behaviours that enhanced their perspectives on the book history.
- ItemMaya Island virtual museum : a virtual learning environment, museum, and library exhibit
Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ(IEEE, ) Hill, Valerie; Mystakidis, Stylianos; Μυστακίδης, ΣτυλιανόςThis short paper describes a collaborative virtual museum and library exhibit tour in the virtual world of Second Life. Colleagues from the University of Washington's Certificate in Virtual World course created Maya Island, a simulated environment which represents aspects of the ancient Mayan civilization. Through collaboration with librarians across the globe, the virtual museum was exhibited at the Community Virtual Library and live tours were provided for avatar visitors. This collaborative project demonstrates potential for virtual museums in libraries and education along with predictions for future virtual museum and library projects and environments.
- ItemTPACK instructional design model in virtual reality for deeper learning in science and higher education : from “apathy” to “empathy”
Τμήμα Μηχανικών Η/Υ και Πληροφορικής (Δημοσ. Π.Π. σε συνέδρια)(IATED, ) Fragkaki, Maria; Mystakidis, Stylianos; Hatzilygeroudis, Ioannis; Kovas, Konstantinos; Palkova, Zuzana; Salah, Zein; Hamed, Ghadeer; Khalilia, Walid M.; Ewais, Ahmad; Φραγκάκη, Μαρία; Μυστακίδης, Στυλιανός; Χατζηλυγερούδης, ΙωάννηςDeeper learning is associated with increased retention, intrinsic motivation, the durability of knowledge and a solid understanding of the underlying principles of studied phenomena. It advocates learning beyond rote content knowledge accumulation using student-centred instructional strategies such as case-based learning, simulations, collaborative learning, self-directed learning and learning for transfer. Science education in Higher Education is crucial for the social, scientific and economic progress of both advanced and developing countries. Desktop Virtual Reality is a technological medium that can be utilized to facilitate deep learning instructional strategies in science education. Desktop Virtual Reality features pervasive, computer-generated 3D virtual immersive environments where users interact through digital agents or avatars. In this paper, we explore if three learning scenarios from the fields of Biology, Earth Sciences (Geology) and Physics are updating the traditional transfer of knowledge. Passive, teacher-centred approaches often cause a sentiment of “apathy” to students while interactive student-centred approaches for Deeper Learning in Virtual Reality environments evoke feelings of “empathy”. More specific, we inquire to what extend does the TPACK instructional design model in Virtual Reality support Deeper Learning. Results indicate that academic teachers were able to enrich their teaching paradigm by integrating learning activities in virtual reality that evoke students’ interest, motivation and autonomy. Moreover, and after discussing the research results, we propose recommendations that instructional designers need to take in consideration to promote Deeper Learning in blended distance e-learning settings using social VR. The TPACK Learning Scenarios were developed in Palestinian Higher Education Institutes (HEIs) in the context of the capacity building Erasmus+ KA2 project “Virtual Reality as an Innovative and Immersive Tool for HEIs in Palestine (TESLA)”.
- ItemE-learning through Virtual Reality Applications: The Case of Career Counseling
Τμήμα Μηχανικών Η/Υ και Πληροφορικής (Δημοσ. Π.Π. σε περιοδικά)(Common Ground Research Networks, ) Kostopoulos, Konstantinos Panagiotis; Giannopoulos, Konstantinos; Mystakidis, Stylianos; Chronopoulou, Kiriaki; Μυστακίδης, ΣτυλιανόςVR can be defined as a three-dimensional space that provides a strong degree of interaction with the user, including real-time simulation and interactions through multiple channelssenses. It is not just a reproduction of conventional reality, but creates synthetic realities without precedent. It has been used in various fields, e.g. education, medicine, architecture, assistance to persons with disabilities, etc. VR leads to the development of new forms of counseling, e.g. via asynchronous learning platform, videoconferencing, social networking, etc. By using the three-dimensional virtual immersive learning environments of “Open Workshop on Information Literacy” of Patras’ University Library, we organized and conducted three educational workshops about career consulting with 50 participants. The Open Workshop is an open and free blended learning initiative for providing flexible training services on academic & professional development to the university’s academic community and beyond. In this paper, the results through practice of such an initiative are described, i.e. the prerequisites for its success, its capabilities/restrictions, the participants (and potential) and the way they participated, users’ feedback (evaluation and outcomes) and the possibilities/limitations of Virtual Reality (VR) applications in Career Counseling and especially in providing educational and vocational information through already implemented actions.